Jannet P van Drie
Biographic Data
| ID | 9437918 |
|---|---|
| NAME | Jannet P van Drie |
| GIVEN NAMES | Jannet P |
| FAMILY NAME | van Drie |
| SIGNATURE | VAN DRIE J P |
| AFFILIATIONS | University of Amsterdam |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Improving the quality of mathematical discussions
Guiding small groups working on mathematical tasks is challenging for teachers. In this study, we investigated whether using a tool that helps teachers scaffold small student groups during mathematical discussions (the SGS Tool) leads to more and qualitatively better mathematical discussions. The participants were eight teachers and 272 seventh-grade students drawn from two schools. Five teachers used the tool (SGS condition), while three did not…
Scaffolding small groups at the group level
Background: Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue independently, and transferring responsibility for lea…
No prominent works on this page.
Scaffolding small groups at the group level
Background: Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue independently, and transferring responsibility for lea…
Improving the quality of mathematical discussions
Guiding small groups working on mathematical tasks is challenging for teachers. In this study, we investigated whether using a tool that helps teachers scaffold small student groups during mathematical discussions (the SGS Tool) leads to more and qualitatively better mathematical discussions. The participants were eight teachers and 272 seventh-grade students drawn from two schools. Five teachers used the tool (SGS condition), while three did not…
Computer Science (2 works) · Innovative Teaching and Learning Methods (2 works) · Scaffold (2 works) · Contingency (1 work) · Education and Technology Integration (1 work) · Epistemology (1 work) · Mathematics (1 work) · Mathematics education (1 work) · Mathematics Education and Teaching Techniques (1 work) · Online and Blended Learning (1 work)